Elisa Long, Instructional Technology in collaboration with Mr.

G, Literature Teacher

A Lesson in Technical Writing Are You Ready for the Zombie Apocalypse?
Understanding by Design Lesson Plan

Elisa Long

UbD Technical Writing

Identified Weakness: Students who are in this class have failed The 8th grade Georgia Writing Test. Teachers assessment of skills: Poor vocabulary Difficulty spelling words correctly Poor sentence structure Lack of motivation Attention problems Poor punctuation Hard time developing a plot Hard time explaining ideas

Pathfinder: https://sites.google.com/site/technicalwritingpathf inder/home

Elisa Long

UbD Technical Writing

UbD Stage 1
Title of Unit A Lesson in Technical Writing: Grade Level 9th grade

Are You Ready for the Zombie Apocalypse?

Curriculum Area
Content Standards:
WRITING All modes or genres are practiced at each grade level; however, in order to achieve mastery, each
th

ELA / Communications

Time Frame

Stage 1 Identify Desired Results

grade level has a particular writing focus. Technical writing is the focus for 9 grade; by the end of
th

9 grade, the student will demonstrate competency in technical writing. The student writes coherent and focused texts that convey a well-defined perspective or tightly-reasoned argument. The writing exhibits the students awareness of audience and purpose. When appropriate, the texts contain introductions, supporting evidence, and conclusions. The student regularly progresses through the stages of the writing process (i.e., prewriting, drafting, revising, and editing successive versions). ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure. The student a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout. b. Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements. c. Constructs arguable topic sentences, when applicable, to guide unified paragraphs. d. Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice. e. Writes texts of a length appropriate to address the topic or tell the story. f. Uses traditional structures for conveying information (i.e., chronological order, cause and effect, similarity and difference, and posing and answering a question). g. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples. ELA9W3 The student uses research and technology to support writing. The student a. Formulates clear research questions and utilizes appropriate research venues (i.e., library, electronic media, personal interview, survey) to locate and incorporate evidence from primary and secondary sources.

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UbD Technical Writing

b. Uses supporting evidence from multiple sources to develop the main ideas within the body of an essay, composition, or technical document. c. Synthesizes information from multiple sources and identifies complexities and discrepancies in the information and the different perspectives found in each medium (i.e., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, or technical documents). d. Integrates quotations and citations into a written text while maintaining the flow of ideas. e. Uses appropriate conventions for documentation in the text, notes, and bibliographies by adhering to an appropriate style manual such as the Modern Language Association Handbook, The Chicago Manual of Style, Turabian, American Psychological Association, etc. f. Designs and publishes documents, using aids such as advanced publishing software and graphic programs.

ELA9C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Demonstrates an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax. b. Correctly uses clauses (i.e., main and subordinate) and mechanics of punctuation (i.e., end marks, commas, semicolons, and quotation marks). c. Demonstrates an understanding of sentence construction (i.e., subordination, proper placement of modifiers) and proper English usage (i.e., consistency of verb tenses). ELA9LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student a. Initiates new topics and responds to adult-initiated topics. b. Asks relevant questions. c. Responds to questions with appropriate information. d. Actively solicits another persons comments or opinions. e. Offers own opinion forcefully without domineering. f. Volunteers contributions and responds when directly solicited by teacher or discussion leader. g. Gives reasons in support of opinions expressed. h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

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UbD Technical Writing

i. Employs group decision-making techniques such as brainstorming or a problem-solving sequence (i.e., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution). j. Divides labor to achieve the overall group goal efficiently.

ELA9LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. When responding to written and oral texts and media (i.e., television, radio, film productions, and electronic media), the student: a. Assesses the ways language and delivery affect the mood and tone of the oral communication and impact the audience. b. Analyzes the types of arguments used by the speaker, including argument by authority, emotion, and logic. c. Formulates judgments about ideas under discussion and supports those judgments with convincing evidence.

Understandings
Students will understand that: Technical writing is a type of writing. Technical writing should exhibit a clear perspective of the topic and include supporting evidence in their argument. One may have a clear perspective on both fictional and non-fictional writings. Technical writing may be accomplished manually or by using electronic applications. Technical writings should be clear, convey information, and have supporting evidence. All writings should demonstrate an understanding of the English language, while using proper syntax, grammar, and spelling. Students must use group decision making techniques while working in collaborative groups. Groups should be able to divide project components to accomplish the assignment efficiently. Students must be able to deliver written and oral communications that convey clear ideas and perspectives.

Elisa Long

UbD Technical Writing

Related Misconceptions: Students are able to write effectively by 9th grade. Technical writing must be about non-fiction only. Paper and pencil are the only writing formats that may be used. Students are familiar with using a computer and software. Students are comfortable using a computer and software to accomplish small tasks. Students are familiar with using the Internet to find assistance on topics such as software use.

Essential Questions
Overarching Questions: What is technical writing? How does on use technical writing? How can a student use technological tools to help increase their technical writing skill? How can technology be integrated into writing? Is project collaboration easy? Topical Questions: What is an example of technical writing? How and when have you used technical writing before? What types of media use technical writing? How do you run spell check and grammar check in PowerPoint?

Knowledge and Skills Knowledge

Students will know: How to use technical writing to convey ideas clearly How to incorporate the use of technology with technical writing What Web 2.0 means How to use Web 2.0 tools

Skills
Students will be able to: Creating written works using technical writing Use correct grammar, spelling, syntax, and sentences Students will be able to communicate orally and

Elisa Long

UbD Technical Writing present their written works Create a professional looking Slide presentation, acknowledging and using color and design rules Students will be able to create an Animoto video Students will be able to create word

Stage 2 Evidence Performance Task(s)

Task #1 Student Project Reading, Research, and Planning Facet 2 Interpretation Facet 3 Application Facet 4 Perspective Facet 5 Empathy
Goal: The goal is to increase the students skill level in technical writing. While this goal is most important, we will also be utilizing technological tools to achieve this skill. Students should also increase their skill set in using technology tools as well. Research survival, folklore, disaster relief Role: I am the acting SLMS at Pickens High School implementing a two program within the 9th grade Communications class.

Audience: The target audience will be Pickens High School students in 9th grade Communications class.

Elisa Long

UbD Technical Writing

Situation: Student collaborative groups should read and research their section of the book:

The Zombie Survival Guide: Complete Protection from the Living Dead by Max Brooks

Students should begin group analysis and divide the project tasks amongst group members. This stage should include reading and researching about your topic. Students should analyze the information presented in their chapter and then research topics that will help them formulate ideas and plans that could be implemented to survive during a Zombie apocalypse. Product Performance and Purpose: This stage should include group reading and researching about your topic. Students should analyze the information presented in their chapters and then research topics that will help them formulate ideas and plans that could be implemented to survive a Zombie apocalypse. Students should archive websites and images to be used in their project work. Standards and Criteria for Success: Your Word 2007 document should - Read the assigned chapter in book - Discuss interesting information about your chapter - Use written materials and web sites to research about topics included in assigned chapter - Select and assign group members for certain project tasks

Elisa Long

UbD Technical Writing

Task #2 Word Cloud Wordle Facet 2 Interpretation Facet 3 Application

Goal: The goal is to teach students to use Web 2.0 word cloud applications to generate a random word cloud with significant words and phrases that are descriptive of their chapters information. Each group member will create an individual word cloud. Role: I am the acting SLMS at Pickens High School implementing a two program within the 9th grade Communications class. Audience: The target audience will be Pickens High School students in 9th grade Communications class. Situation: Students who are unaware of your assigned chapter of the book must become familiar with information presented in the book to survive a Zombie apocalypse. Product Performance and Purpose: You must create a word cloud that is descriptive of the information presented in the chapter of the book assigned to your group. You must print the word cloud using Wordle.net and submit to teacher for a grade. Standards and Criteria for Success: A printed word cloud document containing words and phrases from the assigned chapter in the book.

Elisa Long

UbD Technical Writing

Student work example is shown below:

Task #3 Word Cloud Tagxedo Facet 2 Interpretation Facet 3 Application

Goal: The goal is to teach students to use Web 2.0 word cloud applications to generate a shaped word cloud with title words of their chapter. Each group member will create an individual shaped word cloud. Role: I am the acting SLMS at Pickens High School implementing a two program within the 9th grade Communications class. Audience: The target audience will be Pickens High School students in 9th grade Communications class. Situation:

Elisa Long

UbD Technical Writing

Students who are unaware of your assigned chapter of the book must become familiar with information presented in the book to survive a Zombie apocalypse.

Product Performance and Purpose: You must create a shaped word cloud containing title words of their chapter in the book assigned to your group. You must print the word cloud and submit to teacher for a grade.

Standards and Criteria for Success: A printed word cloud document containing the title words of their assigned chapter in the book. Student work example is shown below:

Elisa Long

UbD Technical Writing

Task #4

Creation of Animoto Video

Facet 1 Explanation Facet 2 Interpretation Facet 3 Application Facet 4 Perspective Facet 5 Empathy
Goal: The goal is to teach students to express thoughts and ideas clearly through technical writing combined with images and music. Students will use Animoto application to create small 30 second videos descriptive of their assigned chapters information. Role: I am the acting SLMS at Pickens High School implementing a two program within the 9th grade Communications class. Audience: The target audience will be Pickens High School students in 9th grade Communications class. Situation: You must develop a 30 second video representation of the topics covered in your assigned chapter. Images, music, and written information must be included to convey your ideas to an audience unfamiliar with the potential Zombie apocalypse. Product Performance and Purpose: You must develop a 30 second video representation of the topics covered in your assigned chapter. Images, music, and written information must be included to convey your ideas. Standards and Criteria for Success: Your Word 2007 document should - Creation of a 30 second video - Inclusion of topic images - Inclusion of topic music - Inclusion of topic technical writings

Elisa Long

UbD Technical Writing

Task #5

Creation of Slide Presentation using MS PowerPoint

Facet 1 Explanation Facet 2 Interpretation Facet 3 Application Facet 4 Perspective Facet 5 Empathy
Goal: The goal is to teach students to express thoughts and ideas clearly through technical writing combined with images and music. Students will use Animoto application to create small 30 second videos descriptive of their assigned chapters information. Role: I am the acting SLMS at Pickens High School implementing a two program within the 9th grade Communications class. Audience: The target audience will be Pickens High School students in 9th grade Communications class. Situation: You must develop a 30 second video representation of the topics covered in your assigned chapter. Images, music, and written information must be included to convey your ideas to an audience unfamiliar with the potential Zombie apocalypse. Product Performance and Purpose: You must develop a 30 second video representation of the topics covered in your assigned chapter. Images, music, and written information must be included to convey your ideas. Standards and Criteria for Success: Your Word 2007 document should - Creation of a 30 second video - Inclusion of topic images - Inclusion of topic music - Inclusion of topic technical writings

Elisa Long

UbD Technical Writing

Performance Task(s) Rubric(s)

Are you Ready for the Zombie Apocalypse?

Word Cloud Scoring Rubric
Did Not Create Word Cloud Created Word Cloud without including minimum suggested elements 60-69 Created Word Cloud and included required elements Went above minimum suggested instructions and used extra creativity and effort to complete Word Cloud assignment 96-100

Possible Points

70-95

Tagxedo Score Wordle Score Total Score

Elisa Long

UbD Technical Writing

Comments and justification of score

Are you Ready for the Zombie Apocalypse?

PowerPoint Presentation Group Project Rubric Did not include minimum number of slides per project requirement 0 Did not include Animoto video Included minimum number of slides with very little topic information 5 - 10 Included Animoto video with demonstrating little creativity 5 - 10 Included minimum number of slides with interesting and accurate information 10 -17 Embedded high quality Animoto Video 10 - 17 Exceeded minimum slide requirements and included accurate and interesting information 18 - 20 Embedded Animoto Video within presentation that shows extreme creativity 18 - 20

Slide information

Points Possible Animoto

Points Possible

Elisa Long Grammar & Spelling Points Possible Information Presentation Points Possible Slide Show Quality Points Possible Total Score Comments

UbD Technical Writing

Elisa Long

UbD Technical Writing

Student Self-Assessment and Reflection

Facet 6 Self Knowledge Students complete self assessing Project rubric (U3) Have students write a self-assessment about new skills they learned over the unit. (U7)
Project Evaluation/Self-Assessment shown below

Project Evaluations Surviving the Zombie Apocalypse Answer the following questions thoroughly and honestly. Give examples where necessary. Explain as much as you need to explain. 1. 2. 3. What topic and section of the book did you and your partners present? ____________________________________ Who were your partners? _______________________________________________________ How much planning time do you think your group used?

4.

How did you spend your planning time as a group?

5.

What did you work on for the project on your own?

6.

What part(s) of the project did your partners do?

7.

What was your favorite part of your presentation and why?

8.

Other than your own, which presentation was your favorite and why?

9.

Now that your presentation is finished, if you could go back and change anything about it, what would you change?

Elisa Long

UbD Technical Writing

10.

Are there any improvements you would make? Would you have done anything differently?

11. What did you think of the idea of this project? As far as projects go, was it one you enjoyed more than others youve had to do in the past?

ASSESSMENT OF STUDENT LEARNING AND RESULTS

Assessment: Through observation and interaction, we determined that each group successfully stayed on task. There was a lot of talking, but most of it was related to topics and information they found. Mr. G and I stayed busy walking, talking, and instructing students. I worked harder when they started the Web 2.0 work, but the students learned quickly. Mr. G directed and re-worded many writings to help teach students how to write a more technically sound work. Results: 5 out of 5 groups gave presentations. Mr. G and I both graded projects using the rubrics. We were pleased with grades, however some students could have put forth more effort. 3 groups received As, 2 groups received Bs. Students loved this type of assignment because they felt they were working more independently and were allowed to make decisions about what was relevant for their presentations. And, there were only a couple of negative comments about group interaction.

REFLECTION

Mr. G is absolutely one of the best teachers I have had the privilege to observe in action. Collaboration was very easy, and we if we both recognized a road block, we just simply improvised and changed courses. He was entirely flexible, which is outstanding when it comes to working with technology. And, there was much engagement during the presentations. They loved using the Web 2.0 technologies and seemed to purposefully choose a different application for each group. The groups were highly engaged in the topic, and even though the book is fictional, the students researched and presented information as though it were non-fiction. They enjoyed the craziness of the topic. I enjoyed assisting Mr. G with research materials and the Web 2.0 applications. He is highly supportive of any technologies being incorporated into his classes. It was a wonderful experience.

Elisa Long

UbD Technical Writing

I love my job.